UNIVERSITY OF DAR ES SALAAM
UNIVERSITY OF DAR ES SALAAM SCHOOL OF EDUCATION (SOED)

Announcements

 

PhD VIVA VOCE

Candidate Name:

Mariana Manyus Mhewa

Registration Number

2015-07-00069

School of Education, UDSM

Qualifications attained:

Mariana Manyus Mhewa is a PhD in Education (Coursework and Dissertation student. She holds B. Ed (arts) and MA (Education) from the University of Dar es Salaam. Her research title is ‘Gender Responsive Pedagogy (GRP) in Tanzanian Secondary Schools: Teachers’ competencies and instructional practices’. In addition to writing her dissertation Ms. Mhewa published a journal article: Mhewa, M.M. (2020). Gender responsive language use and students’ participation in learning in Tanzanian secondary schools. Journal of Education and Practice, 11 (26), 31-40. Ms. Mhewa is employed at the Faculty of Education, Mkwawa University College of Education.

 

 

Title of Dissertation:

Gender Responsive Pedagogy (GRP) in Tanzanian Secondary School: Teachers’ Competencies and Instructional Practices

Date of Viva Voce:

18th December, 2020

Venue:

Board Room, SoED

Time:

 

10.00 a.m.

Supervisors

Prof. Eustella Peter Bhalulusesa and Dr. Eugenia. Kafanabo

ABSTRACT

This study was on Gender Responsive Pedagogy in the selected Tanzanian secondary schools, specifically, teachers’ competencies and instructional practices. The study had four objectives: (i) to examine teachers’ level of knowledge for effective application of GRP in teaching and learning process (ii) to examine teachers’ attitude towards the use of GRP for equitable students engagement in instructional practices (iii) to explore difference in GRP knowledge and attitudes towards the use of GRP among teachers with varied demographic characteristics (iv) to examine teachers’ instructional practices and the extent to which they promotes equal participation of students in the teaching and learning process. The study employed concurrent embedded design under mixed-methods research approach to collect data from eight secondary schools in Monduli and Mbulu districts. The study involved 146 secondary school teachers and 220 students. Data were gathered through questionnaires, interviews, classroom observations and documentary review. Quantitative data were analysed using SPSS version 21 to obtain descriptive and inferential statistics. Specifically, the t-test and ANOVA were conducted to determine statistical difference in knowledge and attitude among participants. On the other hand, thematic content analysis was used to analyse qualitative data. The findings of the study show that, secondary school teachers had limited knowledge about GRP with positive attitude towards the use of GRP. Unfortunately, though majority of teachers had positive attitudes yet limited knowledge affected their ability to embrace GRP in teaching and learning process. Evidence from the study indicates that, GRP was mostly considered in classroom interaction than other GRP key areas. Hence, in some cases the instructional practices continued to perpetuate gender biases and stereotypes which resulted to persistent gender inequality in participation. The study concludes that limited knowledge possessed by secondary school teachers led to partial application of GRP in classrooms. Hence, a number of recommendations have been offered to raise teachers’ knowledge for effective application of GRP in teaching and learning process which in turn will enable equitable participation in learning.

 

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